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Author: Jonathan Dale Propper Publisher: ISBN: Category : Educational evaluation Languages : en Pages : 598
Book Description
Although research indicates the establishment and sustainability of a positive school climate contribute to school improvement, school leaders do not always assess and properly analyze the perceptions of its stakeholders. When school districts are void of proper assessment and data analysis methods, school leaders may inadvertently ignore conflicting stakeholder perceptions. If this gap in perceptual congruence among stakeholders is not addressed, districts can make uninformed educational decisions, which can lead to a poor school climate. In contrast, if these discrepancies are properly identified through a systematic method of data collection and analysis by which all stakeholders' perceptions are accounted for and valued, school leaders can move forward with a plan of action for school improvement. The purpose of this mixed-methods study was to identify and analyze the perceptual congruence that existed among stakeholder groups when assessing dimensions of school climate, so that it could inform district leaders of next-step school improvement efforts. The researcher identified perceptual discrepancies that exist between groups of students, staff, parents, and administrators when considering certain dimensions of school climate by analyzing survey data. Once discrepancies were discovered, focus groups comprised of the various stakeholder groups were asked to reflect on the survey data results and provide further insight on the findings. Data was collected after the administration of a school climate survey and through the facilitation of several stakeholder focus groups. The participants represented four buildings within a small, rural school district in Pennsylvania. Subjects included school staff, students, parents, and administrators. By discussing and questioning the gap in perceptual congruence among stakeholder groups, the school organization could begin to acknowledge the areas for improvement in their educational climate.
Author: Jonathan Dale Propper Publisher: ISBN: Category : Educational evaluation Languages : en Pages : 598
Book Description
Although research indicates the establishment and sustainability of a positive school climate contribute to school improvement, school leaders do not always assess and properly analyze the perceptions of its stakeholders. When school districts are void of proper assessment and data analysis methods, school leaders may inadvertently ignore conflicting stakeholder perceptions. If this gap in perceptual congruence among stakeholders is not addressed, districts can make uninformed educational decisions, which can lead to a poor school climate. In contrast, if these discrepancies are properly identified through a systematic method of data collection and analysis by which all stakeholders' perceptions are accounted for and valued, school leaders can move forward with a plan of action for school improvement. The purpose of this mixed-methods study was to identify and analyze the perceptual congruence that existed among stakeholder groups when assessing dimensions of school climate, so that it could inform district leaders of next-step school improvement efforts. The researcher identified perceptual discrepancies that exist between groups of students, staff, parents, and administrators when considering certain dimensions of school climate by analyzing survey data. Once discrepancies were discovered, focus groups comprised of the various stakeholder groups were asked to reflect on the survey data results and provide further insight on the findings. Data was collected after the administration of a school climate survey and through the facilitation of several stakeholder focus groups. The participants represented four buildings within a small, rural school district in Pennsylvania. Subjects included school staff, students, parents, and administrators. By discussing and questioning the gap in perceptual congruence among stakeholder groups, the school organization could begin to acknowledge the areas for improvement in their educational climate.
Author: Nathan Florin Anderson Publisher: ISBN: Category : Rural schools Languages : en Pages : 0
Book Description
"School climate can be complex to measure and to change, but it is clear that it is a critical component of an effective school. One practice that has been shown to positively influence school climate is Positive Behavioral Interventions and Supports (PBIS). PBIS is a framework of evidence-based practices and its power for initiating change has been shown to come from fidelity of implementation of its key components. Although there is a lot of research on PBIS implementation, not a lot is known about implementation in rural schools and the unique challenges that setting provides. This study measures baseline levels of PBIS components, assesses the perceptions of school climate, and analyzes how those two domains are associated in rural schools prior to formal PBIS training and implementation. In this quantitative study, the baseline data for a Randomized Controlled Trial with 40 rural schools across one state is utilized as the sample data. The Schoolwide Evaluation Tool (SET) is used to measure fidelity of PBIS implementation at each school and the Maryland Safe and Supportive Schools (MDS3) Climate Survey provides the perspectives of students, parents, and staff on school climate. Information on the relationship between these variables in the rural setting will contribute important information to researchers and implementers in rural schools. The analysis found that although there is generally a positive perspective on school climate in these rural schools, a lack of fidelity in PBIS implementation is evident, and is associated with climate perceptions. The only PBIS component implemented to fidelity across the schools was a strong discipline system, yet was associated with lower order and discipline. These results suggest that the punishment-heavy approaches that schools are utilizing are not producing the desired outcomes without the foundational practices of teaching and acknowledging expected behavior. In fact, clearly teaching expectations was significantly associated with improved climate perspectives of staff and parents, and having a system for acknowledging those expectations was significantly associated with improved climate perspectives of students. I recommend that future researchers and implementers build on these findings and conclusions to better understand how to implement PBIS in rural schools. Additional research that applies similar methodologies to other demographic groups and more urban settings is needed for further comparison. Additional time points and longitudinal data will also provide more insights to the causes and impacts of PBIS on school climate in small and remote schools."--Boise State University ScholarWorks.
Author: Robin Lee Adams Publisher: ISBN: Category : Schedules, School Languages : en Pages :
Book Description
Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning. The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year. During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews. The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.
Author: H. Jerome Freiberg Publisher: Routledge ISBN: 1135714517 Category : Education Languages : en Pages : 240
Book Description
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Author: Tate Castleton Publisher: ISBN: Category : Rural schools Languages : en Pages : 0
Book Description
"According to the National Center for Education Statistics (2021), more than half of all public-school districts and nearly one-third of all public-school students attend rural schools in the U.S. This study identifies characteristics of the physical environment of rural schools, considers how the physical environment of rural schools compares to urban and suburban schools, and describes the associations of a school’s physical environment with perceptions of school climate among students, staff, and parents. Using the School Assessment for Environmental Typology (SAfETy; Bradshaw et al., 2015), this study objectively assessed the physical environment of 40 rural schools in Idaho. Those characteristics were compared with data collected in prior research (Bottiani et al., 2020). This study found rural and non-rural schools, and the make-up of their physical environments, are not that different. The physical environment of rural schools had low frequencies of instances of disorder, such as trash, graffiti, drugs, paraphernalia, and evidence of building decline, such as broken windows and neglected landscaping. Rural schools also produced moderate scores related to appearance, with characteristics including illumination, visibility, and ownership. Most schools in this study were found to have interior and exterior surveillance cameras in place and employed school resource officers. Rural secondary schools in this study had a higher presence of surveillance measures than non-rural high schools, whereas non-rural high schools had higher frequencies of disorder. And, although a comparison to non-rural elementary schools is not available, the rural elementary schools score in the current study show similar physical environmental characteristics as did urban secondary schools in all three factors of the SAfETy. In addition, the current work also examined aspects of the social environment, through evaluating school climate. The Maryland Safe and Supportive (MDS3) School Climate Survey Suite was administered to students, parents, and staff in all 40 schools participating in this study. Multi-variable regression analysis was used to examine the associations between the SAfETy and school climate. Several associations were found among students, with fewer associations among staff and parents. This research study concludes that a variety of important, urgent, and malleable associations exist between a rural school’s physical environment and perceptions of school climate among students, staff, and parents. This research, and future research that builds upon this work, will assist schools as they strive to transform, strengthen, and sustain positive school environments for all stakeholders."--Boise State University ScholarWorks.
Author: Sam Redding Publisher: IAP ISBN: 1617356700 Category : Education Languages : en Pages : 205
Book Description
Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook, and they come to the task with varied backgrounds and lines of endeavor. Each could write volumes on the topics they address in the Handbook, and quite a few have. The authors tell us what they know in plain language, succinctly presented in short chapters with practical suggestions for states, districts, and schools. The vignettes in the Handbook give us vivid pictures of the real life of parents, teachers, and kids. In all, their portrayal is one of optimism and celebration of the goodness that encompasses the diversity of families, schools, and communities across our nation.
Author: Andrew Scott Maisel Publisher: ISBN: Category : Education Languages : en Pages : 78
Book Description
This proposed research will seek to understand the relationship between zero-tolerance school discipline policies, specifically out-of-school suspensions, and student perceptions of school climate in New York City (NYC) public schools. School climate is defined as the perceptions of students, teachers, and administrators of their school environment and is considered one of the key determinants of academic, social, and emotional success within a school. Using data from the NYC Annual School Survey and U.S. Department of Education Civil Rights and Ordinal Logit modeling, this paper will analyze the relationship between high discipline rates and the key school climate measures -- safety, communications, engagement, and academic expectations -- understood through student-level survey data. This proposed research will build off previous, less quantitatively rigorous analysis which found a negative relationship between suspensions and expulsions and perceptions of school climate.
Author: Jonathan Dale Propper
Author: Jonathan Dale Propper
Author: Nathan Florin Anderson
Author: Robin Lee Adams
Author: H. Jerome Freiberg
Author: Wallis Prescott Parker
Author: Tate Castleton
Author: Michael James Meissen
Author: Sam Redding
Author: Randall Arthur Cognetta
Author: Andrew Scott Maisel